V3I5P13

Collaborative Reading Integration Strategy (CRIS) for Sustainable Literacy and the Reading Progress of Grade 4 Pupils

Cris Jane A. Bumaa^1*, Mildred F. Accad²

Abstract

This study examined the effectiveness of the Collaborative Reading Integration Strategy (CRIS) in improving the reading performance of Grade 4 pupils at Bacongco Elementary School. Specifically, it determined the learners’ reading performance before and after the implementation of the intervention in terms of reading comprehension and vocabulary development in English and Filipino, tested the significance of differences between pretest and posttest scores, and evaluated the acceptability of the intervention model. A quantitative research design utilizing a one-group pretest–posttest approach was employed. Data were analyzed using mean, standard deviation, and paired-samples t-test. Results revealed that pupils initially demonstrated low reading performance in both languages. After the implementation of CRIS, substantial improvements were observed in reading comprehension and vocabulary development. Statistical analysis confirmed that these improvements were significant, with all computed p-values <.000. Further, expert validation and face validity results indicated that the intervention was highly acceptable, clear, relevant, and suitable for classroom implementation. The findings suggest that CRIS is an effective and practical instructional strategy for enhancing elementary pupils’ reading skills. It is recommended that the program be adopted and integrated into classroom instruction, and that further studies be conducted to explore its long-term impact and applicability across different contexts.

Keywords:

Collaborative reading; Literacy intervention; Reading comprehension; Vocabulary development; Grade 4 pupils